高考英语二模模拟卷01（江苏专用）（教师版）

这是一份高考英语二模模拟卷01（江苏专用）（教师版），共23页。

注意事项：
1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回。
第一部分 听力（共两节，满分30分）
做题时，先将答案标在试卷上，录音内容结束后，你有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题：每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
1. What des the man ffer t d fr the wman?
A. Give her a ride. B. Change a flat tire.C. Call radside assistance.
【答案】A
【解析】
【原文】M: I dn’t knw hw t change a flat tire. Why nt just call the radside assistance and leave yur car fr them? I can drive yu t any place yu want.
W: Oh, that wuld be great. Thanks.
2. What can be inferred abut Lucy’s mm?
A. She is at hme.B. She is n vacatin.C. She is n business.
【答案】C
【解析】
【原文】W: Dad! Dad! Cme here and read me the stry!
M: Nt until I finish washing the clthes, Lucy.
W: And when can we have supper? I want t eat, like nw!
M: Hw I wish yur mm were nt n a business trip!
3. Hw much shuld the wman pay?
A. $5.B. $8.C. $10.
【答案】B
【解析】
【原文】W: Ww, the banana pie lks inviting. Hw much is it?
M: 5 dllars, Miss, but if yu take tw, we can give yu a 20% discunt.
W: Sure. Let’s make it tw then.
4. Why is the wman making this call?
A. T invite the man.B. T leave a message.C. T cnfirm the appintment.
【答案】C
【解析】
【原文】W: Hell, this is Penny Black. May I speak t Dr. Gates?
M: He is having a meeting nw. Wuld yu mind leaving a message?
W: Well, I’m calling t see if my appintment with Dr. Gates is at 4 tmrrw afternn.
5. What will the wman d tnight?
A. Attend a party.B. G t the cinema.C. G t the pst ffice.
【答案】A
【解析】
【原文】M: Mary, hw abut ging t the cinema tnight?
W: I’d lve t, but I have t g t the pst ffice, and then I must attend my aunt’s birthday party tnight.
M: What a pity! It’s really a gd film.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What is the prbable relatinship between the speakers?
A. Friends. B. Husband and wife. C. Salesman and custmer.
7. What kind f bed des the wman want?
A. A medium-sized metal bed.
B. A large mdern wden bed.
C. A small traditinal wden bed.
【答案】6. C 7. B
【解析】
【原文】M: Welcme. Are yu lking fr a bed?
W: Yeah, I’ll get married in tw mnths, s I’m here t get a new bed.
M: Cngratulatins!
W: Thank yu.
M: Then, are yu interested in a specific style f bed, like mdern r traditinal?
W: Yes. I’d like a king-size bed with a mdern lk.
M: I see. D yu have a preference fr materials, like wd r metal?
W: A bed made f wd wuld be ideal.
M: Gt it. Let me shw yu a cuple f ptins.
听第7段材料，回答第8至10题。
8. What d the speakers discuss abut cars at first?
A. The types. B. The brands. C. The prices.
9. What is Taylr mst cncerned abut when buying a car?
A. The price. B. The clr. C. The perfrmance.
10. What is the man’s advice n chsing a used car?
A. T buy insurance. B. T d a thrugh check. C. T lk fr a reliable seller.
【答案】8. A 9. A 10. B
【解析】
【原文】W: Jrdan, I’ve been thinking abut buying my first car. Any advice?
M: Sure, Taylr. The first thing t cnsider is what type f car yu want: an electric car r a gas car.
W: I will nly cnsider a gas car.
M: I see. Are there any particular brands yu like?
W: N, I dn’t care abut brands. I care abut the price instead. I can’t affrd an expensive ne. Can I cnsider a used car?
M: Abslutely. A certified pre-wned car can be a great deal. Just make sure t get a cmplete check dne by a trusted mechanic. Lk fr cars with a clean service histry.
W: Gt it. Maybe I can have a test drive befre making a decisin.
M: Exactly.
W: Thanks fr the advice, Jrdan.
听第8段材料，回答第11至13题。
Why will Diana be absent frm the class next Wednesday?
She will see a dctr.B. She will have a test.C. She will watch a vide.
12. Which chapter can Diana skip?
A. Chapter 17.B. Chapter 18.C. Chapter 19.
13. What des the man plan t email t Diana?
A. A vide link.B. A research paper.C. A practice test.
【答案】11. A 12. B 13. C
【解析】
【原文】W: Excuse me, Mr. Hendersn?
M: Yes, Diana. Hw can I help yu?
W: I’m srry, but I can’t cme t the class next Wednesday. I have a dctr’s appintment.
M: OK. Thanks fr letting me knw.
W: Is there anything t d at hme?
M: Let me just check my ntebk. OK, first f all, yu need t read chapters 17,19 and 20 in the bk. There are als sme articles and a vide t watch — thse are nline.
W: Chapters 17 t 20.
M: Except chapter 18.
W: Ah, OK. Um... is there a deadline?
M: Yes, this Friday. But there is smething else. I was ging t give yu all a practice test.
W: A practice test?
M: Yes, t help yu prepare fr the mid- term exam.
W: Ah. All right.
M: Dn’t wrry, I can send yu the practice test by email n Wednesday.
听第9段材料，回答第14至17题。
What des the man decide t d first?
Sign up fr a yearly membership.
Bk a persnal training sessin.
Chse the mnthly membership plan.
15. What is the cst f a single persnal training sessin?
A. $25.B. $30.C. $250.
16. What is included in the membership?
A. Access t grup classes.
B. A discunt n yearly plans.
C. Free persnal training sessins.
17. What can we infer abut the man?
A. He is new t fitness training.
B. He is nly interested in grup classes.
C. He prefers flexibility in the membership.
【答案】14. C 15. B 16. A 17. C
【解析】
【原文】M: Excuse me, I’d like t sign up fr a membership. Can yu tell me abut the ptins?
W: Sure! We have three plans: mnthly, quarterly, and yearly. The yearly plan is the mst cst-effective, but the mnthly ne is mre flexible.
M: I think I’ll g fr the mnthly plan. Hw much is it?
W: It’s $50 per mnth, and yu can cancel anytime.
M: Great. D yu ffer any persnal training sessins?
W: Yes, we d. Our trainers are certified, and yu can bk sessins based n yur fitness gals.
M: That sunds gd. Hw much des a sessin cst?
W: It’s $30 per sessin, r yu can get a package f 10 sessins fr $250.
M: I’ll take the package. Als, are there any grup classes included in the membership?
W: Abslutely! We have yga classes and functinal training classes. Yu can jin any f them fr free.
M: Perfect. I’ll sign up fr the mnthly plan and the training package.
W: Great chice! Let me get the paperwrk ready fr yu.
听第10段材料，回答第18至20题。
What is the speech abut?
Hw t buy fresh fruits.B. Hw t make fruit salad.C. Hw t attend class carefully.
19.What is the secnd step mentined in the speech?
T wash the fruits.B. T take the seeds ut.C. T cut the fruits int pieces.
20. Wh is the speaker talking t?
A. Sme patients.B. Sme parents.C. Sme children.
【答案】18. B 19. B 20. C
【解析】
【原文】W: All right, let’s start tday’s lessn. We are ging t make fruit salad tday. Here I have gt sme apples, pears and bananas. Yu may use grapes r strawberries when yu make it at hme. Nw I’ll tell yu hw t d it. Please listen t me carefully. First, yu have t wash the fruits and peel the skins. Next, take ut the seeds frm the apples and pears. Then, yu can take a knife and cut the fruits int small pieces. Remember that yu shuld be very careful and it is quite dangerus t play with knives. After that, put the fruits int a big bwl and put sme salad dressing n it. Use a spn t mix the fruits and salad dressing tgether. Last, put the salad int the fridge and wait fr sme time. Sn, it will be ready t serve. OK. Let’s begin t make the salad. We have ne hur and fifteen minutes. When yu finish ding it, please dn’t stay in the kitchen. Yu have t wait in the TV rm until yur parents arrive t pick yu up.
第二部分 阅读（共两节, 满分50分）
第一节（共15小题；每小题2.5分, 满分37.5分）
阅读下列短文, 从每题所给的A、B、C和D四个选项中选出最佳选项。
A
Check ut what’s cming sn, and what’s in develpment. Playbill (戏剧演出节目单) will update these listings when new infrmatin is made available.
THE COLLABORATION at Samuel J. Friedman Theatre
The play tells a true stry in New Yrk. Fifty-six-year-ld Warhl’s star is falling. Jean is the new wnder-kid taking the art wrld by strm. When Jean agrees t wrk tgether with Warhl n a new exhibitin, it sn becmes the talk f the city. The tw artists set ft n a shared jurney, bth artistic and deeply persnal, which redraws bth their wrlds.
ALMOST FAMOUS at Bernard B. Jacbs Theatre
Based n the 2000 film f the same name, the musical features Pulitzer winner Kitt and a bk by Crwe, wh earned an Oscar award fr penning the riginal film based n his wn teenage experience. The cming-f-age stry tracks a 15-year-ld music fan named William wh fllws the emerging band Stillwater n tur.
THE PIANO LESSON at Ethel Barrymre Theatre
The play is the furth in Wilsn’s Century Cycle, which digs int the Black experience in every decade f the 20th century. Set in Pittsburgh’s Hill District in 1936, it centers arund a brther and a sister invlved in a battle ver a pian carved with the faces f their ancestrs.
KIMBERLY AKIMBO at Bth Theatre
Kim is a bright and funny high schl girl, wh happens t lk like a 72-year-ld lady. And yet her aging disease may be the least f her prblems. Frced t deal with family secrets, and pssible crime charges, Kim is determined t explre happiness in a wrld where nt even time is n her side.
What kind f play is THE COLLABORATION?
A. A rmance.B. A sci-fi stry. C. A fairy tale.D. A life stry.
22. Which theatre shuld yu visit if yu want t learn abut racial issues?
A. Samuel J. Friedman Theatre.B. Bernard B. Jacbs Theatre.
C. Ethel Barrymre Theatre.D. Bth Theatre.
23. What can yu see in bth ALMOST FAMOUS and KIMBERLY AKIMBO?
’ grwth experiences.B. Cutting-edge film technlgy.
C. Award-winning perfrmances.D. Struggles against crime charges.
答案：21-23DCA
话题：电影与戏剧
文章大意：本文罗列了四部即将上演或开发中的戏剧/音乐剧信息，介绍各剧的演出场馆及核心剧情。
【解析】
答案：D 细节理解题。
解析：根据THE COLLABORATION at Samuel J. Friedman Theatre中“The play tells a true stry in New Yrk.”可知，《THE COLLABORATION》是一部取材于真实事件的人生故事类戏剧。故选D项。
答案：C 推理判断题。
解析：根据THE PIANO LESSON at Ethel Barrymre Theatre中“The play is the furth in Wilsn’s Century Cycle, which digs int the Black experience in every decade f the 20th century. ”可知，《THE PIANO LESSON》涉及种族相关的内容，这部剧在Ethel Barrymre Theatre上演，因此想要了解种族问题可以去这个剧院。
答案：A 推理判断题。
解析：根据ALMOST FAMOUS at Bernard B. Jacbs Theatre中“The cming-f-age stry tracks a 15-year-ld music fan named William wh fllws the emerging band Stillwater n tur.”以及KIMBERLY AKIMBO at Bth Theatre中“Kim is a bright and funny high schl girl, wh happens t lk like a 72-year-ld lady. And yet her aging disease may be the least f her prblems. Frced t deal with family secrets, and pssible crime charges, Kim is determined t explre happiness in a wrld where nt even time is n her side.”可知，《ALMOST FAMOUS》和《KIMBERLY AKIMBO》都讲述了青少年的成长经历。
B
Last September, I drve t a prtected wetland near my hme in Oakland, Califrnia. It was the first time that I had gne smewhere merely t watch birds. Since this unique jurney, I’ve seen 452 species, including 307 this year alne.
In sme birding circles, peple claim anyne wh lks at birds is a birder. I’ve cared abut birds and ther animals fr my entire life, and I’ve written abut them thrughut my tw decades as a science writer, but I mark the mment when I specifically chse t devte time and energy t them as the mment I became a birder.
Birding has significantly increased the time spent utdrs. It has mtivated me t explre Oakland in ways I never wuld have. While birding, I seem impervius t heat, cld, hunger and thirst. My senses fcus nly n the present, and my head becmes extremely untrubled. I als feel a much deeper cnnectin t the natural wrld, which I have lng written abut but always remained slightly distant frm.
These recent years have taught me that I’m smaller when I’m nt actively lking after myself, that I have value fr my wrld and my cmmunity beynd ceaseless prductin, and that pursuits like birding that encurage jy, wnder and bnd with places are nt sidebars t a fulfilled life but the essence.
It’s easy t perceive birding as smething yu d when yu’re nt wrking, nt being prductive, and even an escape frm reality. Instead, fr me, birding means absrbing myself in the present mment: my thughts quiet, my senses heightened, and I respnd t real, bservable events in nature with fcused awareness withut being distracted (使分心) by small, unimprtant matters. I dn’t need t knw wh the main characters are n scial media and what everyne is cmmenting n them, when I can instead spend an hur trying t lcate a rare bird.
Why did the authr think the jurney t the wetland special?
He prtected bird species there.B. He fell in lve with birding again.
C. He made his true start as a birder.D. He cmpleted his writing during it.
What des the underlined wrd “impervius” in paragraph 3 mean?
A. Attentive.B. Subject.C. Resistant.D. Sensitive.
26. What lessn des the authr prbably learn?
A. Outdr pursuits are a must-have.B. Self-care can help fuel self-wrth.
C. Happiness serves as the cre f life.D. Prductivity defines persnal value.
27. Hw des the authr view birding accrding t the last paragraph?
A. A cmplete engagement with reality.B. A temprary escape frm busy life.
C. A training in fcus and bservatin.D. A substitute fr nline activities.
答案：24-27 CCCA
话题:个人经历
【文章大意】:作者去年九月一次偶然的观鸟之旅让他正式成为观鸟者，此后观鸟不仅增加了他的户外时间、让他更亲近自然，还让他领悟到生活的本质，重新认识了观鸟的意义。
【解析】
答案：C 细节理解题。
解析：根据第一段这是我第一次专门去某个地方观鸟。自从这次特别的旅行后，我已经见过452种鸟类，仅今年就有307种及第二段我一生都在关心鸟类和其他动物，在我作为一名科学作家的二十年里，我一直在写关于它们的文章，但我把我特别选择为它们投入时间和精力的那一刻标记为我成为观鸟者的那一时刻。可知，作者认为这次湿地之旅特别，是因为它让自己真正开启了观鸟者的身份。
答案：C 词义猜测题。
解析：根据第三段观鸟时，我似乎对冷热饥渴都impervius。我的感官只专注于当下，内心变得异常平静可知，观鸟时作者专注于当下，不受冷热饥渴的影响，因此“impervius”意为“抵抗的、不受影响的”。
答案：C 推理判断题。
解析：根据第四段这些年我明白了，当我不积极关爱自己时，我会变得渺小；除了无休止的工作产出，我对自己的世界和社区也有价值；而像观鸟这样能带来喜悦、惊奇并与周遭建立联结的追求，并非充实生活的点缀，而是其本质。可知，作者领悟到能带来快乐的追求是生活的核心，即幸福是生活的核心。
答案：A 推理判断题。
解析：根据最后一段相反，对我来说，观鸟意味着全身心投入当下：思绪沉静，感官敏锐，我以专注的意识回应自然界中真实可观察的事物，不会被琐碎小事分心。可知，作者认为观鸟是对现实的全身心投入。
C
(原创) The film began, and a steady narratin described details unseen by peple with visual impairments（损伤）. Fr them, cinema unflded thrugh language, nt images. The familiar vice was Chinese actr Hu Ge’s, recreated by AI. He said his nline vice culd accmpany blind friends t “watch” mvies anytime. This is part f Yuku's accessible theater, an initiative by Chen Yanling frm Alibaba, which uses AI t make films accessible t the impaired and the elderly. Chen nce thught vice packs were nly fr navigatin r business, never fr the blind's mvie time.
With 23 years at Alibaba, Chen started as a vlunteer. In 2022, she did live audi descriptins at ffline accessible screenings in Beijing. Many audience members, even the elderly, traveled far just t attend, and their passin tuched her deeply. Back at Yuku then, Chen wndered if technlgy culd break physical barriers. She crdinated teams t launch the nline accessible theater with 3 films, which gained unexpected ppularity. But manual narratin was slw, and free access lacked sustainability—AI became the key t the prblem.
A 2-hur film nce tk 3 days t cnvert; AI cuts it t 2 hurs while keeping the riginal meaning. This efficiency expanded the film catalg frm 3 t ver 9,200. AI als helped hearing-impaired users: its subtitles identify speakers and anntate（标注）backgrund sunds, which are vital fr strytelling.
AI was als applied t Yuku's Silver Hair Theater fr the elderly, slving their hearing and visin prblems in watching films. Chen said AI is nt just abut efficiency, but als “temperature”. Her effrts wn great recgnitin—she carried the trch at the 2026 Winter Olympics.
What’s AI’s main advantage?
Makes better scripts. B. Saves time, keeps meaning.
C. Matches actrs’ vices.D. Free fr all audiences.
29. What inspired Chen Yanling t launch the nline accessible theater prject?
A. 2022 vlunteer experience.B. Hu Ge’s AI vice supprt.
C. CDPF’s technical request.D. Father’s watching difficulty.
30. The underlined wrd “catalg” in Para 3 mst prbably means ______.
A. the technical level f AI prcessing.B. the number f accessible film wrks.
C. the range f film cverage.D. the quality f accessible film narratin.
31. What is the main idea f the passage?
A. AI vice’s business use.B. Hu Ge’s AI helps the blind.
C. Chen unites AI and public welfare.D. Silver Hair Theater helps the elderly.
答案：28-31 BABC
话题：AI 技术与公益事业
【文章大意】：陈燕玲展开融合 AI 技术与公益事业，打造覆盖残障群体、老年人的优酷无障碍影院，其努力也获得了社会认可。
【解析】
答案：B 细节理解题。
解析：定位第三段，AI 大幅缩短影片转换时间，且保留内容原意，为核心优势。A 无中生有；C 偷换概念；D 扩大范围。
答案：A 推理判断题。
解析：定位第二段，2022 年线下无障碍放映的志愿经历中，观众的热情深深触动陈燕玲，成为其打造线上影院的灵感。B 因果倒置；C 无中生有；D 张冠李戴。
30.答案：B 词义猜测题。
解析：AI 带来的制作效率让无障碍影片数量从 3 部快速增至 9200 多部，故 “catalg” 指影片数量。
31.答案：C 主旨大意题。
解析：全文围绕陈燕玲展开，讲述其融合 AI 技术与公益事业，打造覆盖残障群体、老年人的优酷无障碍影院，其努力也获得了社会认可。A/B/D 均为文章局部细节，无法概括主旨。
D
(改编) Imagine trying t cnvince smene with facts that challenge their lng-held pinin, nly t find them dismissing r prcessing the infrmatin. This is belief perseverance at wrk. Interestingly, these beliefs dn’t necessarily stem frm persnal experience; fr instance, a child might believe “all lawyers are untrustwrthy” merely because an lder sibling said s, and then ignre any trustwrthy lawyers they encunter later, categrizing them as exceptins.
Often cnfused with cnfirmatin bias, belief perseverance is distinct. While cnfirmatin bias invlves seeking ut infrmatin that supprts ne’s precnceptins, belief perseverance is abut actively rejecting evidence that culd disprve thse beliefs, building a psychlgical barrier arund ne’s existing views.
This bias emerges in multiple frms. In terms f self-perceptin, smene might persistently view themselves as bad at public speaking despite receiving applause fr presentatins, attributing success t luck. Scially, initial judgments can linger: assuming a reserved classmate is unfriendly, even after friendly interactins. Scietally, steretypes abut grups — be it racial, gender-based, r plitical — frequently endure, resisting factual cunterarguments.
Research backs this up. In ne study, students given false feedback n analyzing suicide ntes cntinued t believe in their “accuracy” r “inaccuracy” even after learning the feedback was fabricated (伪造的). Anther experiment shwed that beliefs cnnecting risk-taking t firefighting effectiveness persisted, regardless f discredited supprting data.
Several psychlgical factrs cntribute t belief perseverance. The availability heuristic (启发法) makes peple rely n easily recalled examples, like assuming all dctrs are impatient after ne negative encunter. Illusry crrelatin creates false assciatins, such as linking a team’s lss t the clr f their unifrms. Selective attentin further reinfrces biases, as individuals tend t ntice evidence that cnfirms their beliefs while verlking cntradictry signs.
Overcming this bias requires self-awareness. Strategies like cunter-explanatin — prmpting individuals t cnsider reasns fr ppsing beliefs — can aid in relaxing the grip f firmly-established mindsets. While cmplete remval may be unrealistic, recgnizing belief perseverance is a crucial step twards mre bjective thinking in a wrld filled with infrmatin.
32.What des the example f the child in Paragraph 1 intend t shw?
A. Children are mre likely t be influenced by their siblings.
B. Belief perseverance ften cmes frm nn-persnal experience.
C. Peple tend t regard trustwrthy lawyers as exceptins.
D. Lng-held pinins are hard t change with facts.
33. What can we infer frm Paragraph 2?
A. Cnfirmatin bias is mre cmmn than belief perseverance.
B. Peple with cnfirmatin bias will reject cnflicting infrmatin.
C. Belief perseverance is a strnger barrier t bjective thinking.
D. Bth biases are clsely related t peple’s precnceptins.
34. Which f the fllwing can be inferred frm the research mentined in Paragraph 4?
A. False feedback has a lasting impact n peple’s beliefs.
B. Students are mre likely t stick t their wrng beliefs.
C. Belief perseverance can’t be changed by any means.
D. Peple’s beliefs are easily influenced by fabricated data.
35. What wuld be the best title fr the passage?
A. Hw t vercme belief perseverance.
B. Belief perseverance: a psychlgical bias
C. Differences between tw cmmn biases
D. The impact f belief perseverance n peple’s life
答案：32-35 BDAB
话题: 信念固执
文章大意: 本文介绍了信念固执这一现象，包括其定义、与确认偏误的区别、表现形式、研究实例、成因以及应对方法。
解析
32答案：B 细节理解题。
解析：题干问第一段中孩子的例子旨在说明什么，属于细节理解题，解题关键是找到例子对应的论点。第一段明确提出这些信念不一定源于个人经，随后用孩子的例子（仅仅因为哥哥/姐姐说律师不可信，就坚持这一观点，忽视遇到的可靠律师）来佐证该论点。
答案：D 推理判断题。
解析：题干要求从第二段推断信息，推理判断题需基于原文信息合理推断，不可过度解读。第二段核心是区分信念坚持和确认偏误，明确指出两者的不同：确认偏误是“寻找支持自己先入之见的信息”，信念坚持是“主动拒绝可能推翻自己信念的证据”。
答案：A 推理判断题。
解析：题干要求从第四段的研究中推断信息，核心是理解研究的结论。第四段开头点明研究支持这一观点（信念坚持的存在），随后两个研究：1. 学生得到关于自杀笔记分析的虚假反馈，即使知道反馈是伪造的，仍坚持自己的准确性或不准确性；2. 将冒险与消防效率联系起来的信念，即使支持数据被推翻，仍持续存在。
答案：B 主旨大意题。
解析：标题类题目需概括全文核心内容，涵盖“主体+核心特征”，避免片面性。全文围绕信念坚持展开：第一段定义信念坚持并举例；第二段区分信念坚持与确认偏误；第三段讲信念坚持的多种形式；第四段用研究佐证其存在；第五段分析其产生的心理因素；第六段讲克服方法。核心是“信念坚持是一种心理偏误”，并围绕其展开各方面说明。
第二节（共5小题；每小题2. 5分, 满分12. 5分）
阅读下面短文, 从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Thrughut ur lives, we usually lk fr just ne answer t each questin we encunter, like when we ask what 2+2 equals r what the capital f India is. 36 The “ne-prblem, ne-answer” mindset is deeply rted in hw we think.
But what happens if we’re asked t generate different respnses instead f ne crrect answer? 37 I asked them, “What if there is mre than ne way t recrd the answer t 2+2?” They viced varied answers, such as ½ f 8, hw Lincln began “The Gettysburg Address”, the number f runners n a relay team, and the number fllwing 3, etc. These kids weren’t “bxed in” by the artificial “requirement” f finding a single right answer. Rather, they were asked a questin beginning with the tw wrds “What if……?” 38
What lies behind the issue then? Ken Rbinsn has bserved that ur educatinal systems ften dn't help students develp their natural creativity. 39 Studies have shwn that teachers claim t value qualities f independent thinking and curisity, yet they reward behavirs f bedience. Thus, a wrkfrce emerges that priritizes cnfrmity（顺从） ver creativity. Simply stated, we tell students t clr inside the lines and then expect adults t think utside the bx.
40 Ask pen-ended questins mre ften t encurage students t explre different ways f thinking. On tp f this, a safe envirnment shuld be created where students feel cmfrtable taking risks and making mistakes. By ding s, students are better equipped t face cmplex prblems with greater flexibility and innvatin in the future.
A. Aviding risks is a natural tendency.
B. Hwever, they have the ptential t succeed.
C. T find ut, I apprached a grup f furth-graders.
D. Instead, they prmte unifrmity and standardizatin.
E. The results, as yu can see, were diverse and inventive.
F. Seldm d we cnsider the pssibility f multiple answers.
G. It’s time t break free frm the “single right answer” mindset.
答案:36-40 FCEDG
话题：数字极简主义的实践方法
文章大意：文章主要讲的是原有的唯一正确答案模式禁锢着学生的思维，所以我们应该摆脱“唯一正确答案”的思维模式，多问一些开放式的问题，鼓励学生探索不同的思维模式。
【解析】
36.答案：F
考点：段中句（逻辑衔接）
解析：根据空前可知此处指出我们通常只为每个问题寻找一个答案，同时列举了2+2等于几或印度的首都是什么的例子，F项Seldm d we cnsider the pssibility f multiple answers.指出对于一个问题我们很少考虑答案的多样性，承接上文，同时与空后构成因果关系，承接上文，引出下文。
37.答案：C
考点：段中句（细节支撑）
解析：根据空前可知此处提出了如果被要求给出不同的答案，而不是一个正确答案的情景假设，根据空后可知此处提到了作者向一些人提出了如果记录2+2答案的方法有不止一种的问题，由them知空处应提到这些人是谁，C项承上启下，引出下文，空后的them指代选项中的a grup f furth-graders，符合上下文语境。
38.答案：E
考点：段尾句（举例总结）
解析：根据空前可知此处指出孩子们没有被要求只需要找到一个正确的答案，而是被问了一个“如果……会怎么样？”的问题，孩子们就给出了各种各样的答案，E项对上文进行总结，与上文衔接紧密，选项中的The results指的是上文所提到问题的答案，diverse and inventive与本段第一句中的different相互照应。
39.答案：D
考点：段中句（逻辑衔接）
解析：根据空前可知肯·罗宾逊发现我们现有的教育系统往往不能帮助学生培养他们天生的创造力，根据空后可知研究表明我们的老师虽声称重视独立思考和好奇心的品质，但他们更奖励服从，D项指出我们现有的教育系统提倡答案的统一和标准化，承接上下，引出下文，选项中的Instead与上文构成转折关系，they指代空前的ur educatinal systems。
40.答案：G
考点：段首句（主旨大意）
解析：根据空后指出要多问一些开放式的问题并鼓励学生探索不同的思维方式及这样做的意义，换句话说就是我们要摆脱传统的唯一正确答案的模式，G项概括全段内容，符合上下文语境。
第三部分 语言运用（共两节，满分30分）
第一节（共15小题，每小题1分，满分15分）
阅读下面短文, 从每题所给的A、B、C和D四个选项中选出可以填入空白处的最佳选项。
After my father passed away, I fund his ld jurnal in the attic. Its leather cver was wrn, and many pages had cme lse. Instead f placing it back in the dusty bx, I felt a sudden impulse t 41 it.
I visited a small bkbinding shp dwntwn. The elderly bkbinder, with gentle eyes, shwed me hw t 42 the fragile pages. “Every ld bk hlds a sul,” he remarked sftly. His wrds made me realize that this was mre than just paper; it was a piece f my father’s 43 .
Weeks later, I cllected the jurnal, admiring its new 44 . The bkbinder had nt nly fixed the pages but als 45 its beauty with careful wrk. Hlding it, I felt a deep 46 cnnectin t my father.
This experience inspired a cmmunity 47 . I started a small wrkshp where peple culd bring their ld bks fr repair. The prject became a bridge cnnecting generatins, as elders and yungsters wrked tgether, sharing 48 . A girl named Susan, after helping repair her grandmther’s petry bk, tld me, “I never knew Grandma wrte such 49 pems. I wuld have 50 this part f her withut ur prject.”
Our effrt has nw 51 int a regular cmmunity event. We’ve set up a small library fr all the restred bks. This jurney has taught me that restratin is abut 52 bnds between past and present. Even a single bk can 53 peple in unexpected ways. The mst meaningful discveries ften cme frm preserving what is almst 54 , and cnversatins frm a 55 act f caring are ften the mst genuine.
答案：41-45 BABAD 46-50 ADBCD 51-55 BCCAC
话题：个人经历
文章大意：作者修复父亲旧日记并由此开展社区图书修复项目的故事。
B动词辨析。句意：我没有把它放回满是灰尘的盒子里，而是突然冲动地想要修复它。A. remve移除；B. restre修复；C. btain获得；D. replace代替。根据后文可知，作者去了一家装订店，想要修复这本日记，后文也描述了修复后的结果。
42.A动词辨析。句意：那位年长的装订师，有着温和的眼睛，向我展示如何保存这些易碎的书页。A. preserve保存；B. cpy复制；C. read阅读；D. turn转动。根据后文可知，装订师在教导作者，包括如何保存这些脆弱的书页。
43. B 名词辨析。句意：他的话让我意识到，这不仅仅是纸；它是我父亲生活的一部分。A. wealth财富；B. life生活；C. gifts礼物；D. bks书籍。根据上文可知，装订师的话让作者意识到日记记录了父亲的过往，是他生命的载体，日记是父亲生活的一部分。
44. A 名词辨析。句意：几周后，我拿到了这本日记，欣赏着它的新面貌。A. appearance外貌；B. cntent内容；C. value价值；D. purpse目的。根据上可知，装订师不仅修复了书页，还提升了它的美感，所以作者是在欣赏日记的新面貌。
45. D 动词短语辨析。句意：装订师不仅修复了书页，还通过精心的工作展现了它的美。A. made up编造；B. tk n承担；C. put frward提出；D. brught ut展现。根据后文可知，装订师的工作让日记原本的美显现出来。故选D。
46. A 形容词辨析。句意：拿着它，我感到与父亲有了深厚的情感联系。A. emtinal情感的；B. spiritual精神的；C. physical身体的；D. temprary暂时的。根据后文可知，修复父亲的日记，唤起的是对父亲的思念，属于情感层面的联结。
47. D 名词辨析。句意：这次经历激发了一个社区项目。A. debate辩论；B. festival节日；C. cmpetitin比赛；D. prject项目。根据后文可知，作者开始了一个社区项目，即开设了一个小工作坊来修复旧书。故选D。
48. B 名词辨析。句意：这个项目成为连接几代人的桥梁，因为老年人和年轻人一起工作，分享回忆。A. hardships艰难；B. memries回忆；C. jkes玩笑；D. secrets秘密。根据上文可知，老年人和年轻人一起工作，分享的是回忆。
49. C 形容词辨析。句意：一个叫苏珊的女孩，在帮助修复她祖母的诗集后，告诉我：“我从来不知道奶奶写过这么深刻的诗。”A. cmplicated复杂的；B. simple简单的；C. prfund深刻的；D. lengthy冗长的。根据前文可知，女孩对祖母的诗感到惊叹，说明诗的内容有深度。
50. D 动词辨析。句意：如果没有我们的项目，我就会错过她的这一面。A. treasured珍视；B. rejected拒绝；C. frgtten忘记；D. missed错过。根据上文可知，因为修复诗集，女孩才了解到祖母的这一面，否则就会错过。
51. B 动词辨析。句意：我们的努力现在已经演变成了一个定期的社区活动。A. divided划分；B. evlved演变；C. appeared出现；D. burst爆发。根据前文“I started a small wrkshp”、根据后文可知，从一个小型工作坊发展成定期活动，用evlve表示逐步发展。
52. C 动词辨析。句意：这段旅程让我明白，修复就是编织过去和现在之间的纽带。A. breaking打破；B. ignring忽视；C. weaving编织；D. frming形成。根据后文提到修复旧书连接了几代人可知，修复就是编织过去和现在之间的纽带。weave bnds形象地表示构建、编织纽带。
53. C 动词辨析。句意：即使是一本书也能以意想不到的方式将人们联系在一起。A. warn警告；B. assist帮助；C. cnnect联系；D. inspire激励。根据上文可知，修复旧书的项目连接了几代人，即使是一本书也能以意想不到的方式将人们联系在一起。
54. A 形容词辨析。句意：最有意义的发现，往往来自对那些近乎遗失之物的守护；而源于共同关怀之举的交流，也常常最为真挚。A. lst失去的；B. hidden隐藏的；C. frgtten忘记的；D. unexpected意外的。根据上文“preserving what is almst”以及作者修复旧书的经历可知，最有意义的发现往往来自保存那些几乎要失去的东西。
55. C 形容词辨析。句意：最有意义的发现，往往来自对那些近乎遗失之物的守护；而源于共同关怀之举的交流，也常常最为真挚。A. attempted尝试的；B. rganized组织的；C. shared共享的；D. well-meant善意的。根据上文“The prject became a bridge cnnecting generatins, as elders and yungsters wrked tgether, sharing”和下文“act f caring”可知，社区成员一起修复旧书、分享回忆、彼此关怀，这里指的是共享的行动。
第二节(共10小题；每小题1.5分，满分15分）
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
(原创) On the eastern fthills f the Helan Muntains in Ningxia, the Xixia Imperial Tmbs, drmant fr nearly a millennium, 56 (see) a surge in ppularity recently. The site received arund 1 millin visitrs in 2025, 57 increase f abut 30 percent frm the previus year.
Built by the Tangut ethnic grup, the tmbs, 58 were inscribed n UNESCO's Wrld Heritage List last year, have uncvered ver 7,100 artifacts, 59 (reveal) the dynasty's cultural achievements. T satisfy visitrs’ curisity, the museum has intrduced immersive VR experiences, with key artifacts 60 (display) in digital cases, 61 an advanced mnitring netwrk prtects the site. Mre than 160 graded relics have been digitally preserved, enabling the develpment f cultural and 62 (create) prducts. Effrts are being made 63 (link) the tmbs with nearby wineries, as the Wrld Heritage inscriptin has injected mmentum int Ningxia's turism. This trend reflects hw culture and turism 64 (integrate) deeply, cntributing 65 the spread f Chinese civilizatin.
话题：西夏陵的文化保护
文章大意：宁夏西夏陵自成功入选联合国教科文组织世界遗产名录后，如何通过数字化保护、创新展示和文旅融合实现游客量显著增长，并成为推动当地旅游经济发展与文化传播的典范。
56.答案：have seen
考点：动词（现在完成时）
解析：时间标志词“recently”（最近）暗示动作从过去持续到现在，产生“游客量激增”的结果。
57.答案：an
考点：冠词（固定搭配）
解析：空格前有逗号，“an increase f...”为固定搭配，且increase以元音音素开头。
58.答案：which
考点：定语从句（关系代词）
解析：非限制性定语从句，先行词为the tmbs（物），从句缺少主语。
59.答案：revealing
考点：非谓语动词（现在分词作结果状语）
解析：逻辑主语为“uncvered ver 7,100 artifacts”这一动作，两者为主动关系，且表示自然而然的结果。
60.答案：displayed
考点：非谓语动词（过去分词作宾补）
解析：with+宾语+宾补结构，key artifacts与display为被动关系。
61.答案：and
考点：连词（表示并列）
解析：连接“the museum has intrduced immersive VR experiences”（博物馆引入沉浸式VR体验）和“an advanced mnitring netwrk prtects the site”（先进的监控网络保护遗址）两个并列动作，需结合上下文判断逻辑关系。
62.答案：creative
考点：词形转换（动词变形容词）
解析：空格后为名词 prducts，结合句意应用动词create的形容词形式来修饰。
63.答案：t link
考点：非谓语动词（不定式作目的状语）
解析：make effrts t d sth”为固定搭配，此处为被动语态“Effrts are being made”，不定式位置后置，需识别固定搭配的被动形式。
64.答案：are being integrated
考点：动词（时态与语态）
解析：句意“文化和旅游正在被深度融合”应填现在进行时的被动语态。
65.答案：t
考点：介词（固定搭配）
解析：cntribute t为固定短语（促成、有助于），t为介词。
第四部分 写作（共两节, 满分40分）
第一节（满分15分）
假设你是李华，上周五英语课上老师组织“发现校园之美”主题活动，要求用照片记录校园中的美好瞬间。请给你的笔友Tm写一封信，介绍你拍摄的照片，内容包括：
1.描述照片；
2.你的感想。
注意：1.写作词数应为80左右；2.请按如下格式在答题卡的相应位置作答。
Dear Tm.
Hw’s everything ging?


Yurs,
Li Hua

高分范文
Dear Tm,
Hw’s everything ging? Our English class held an activity themed “Discver the Beauty f the Campus” last Friday, and I tk a pht that I really cherish.
In the pht, a by was playing basketball — he leaped high, legs slightly bent, hands gripping the ball ready t sht. Sweat rlled dwn his cheeks, yet his eyes fixed firmly n the hp with determinatin. His teammates held their breath, while the crwd n the sidelines cheered excitedly.
This pht isn’t just abut a sht; it’s abut the passin f yuth. It always reminds me f the imprtance f perseverance and enthusiasm — little wnders like this make campus life unfrgettable!
Yurs,
Li Hua
话题：校园之美+书信交流
写作思路：李华以书信形式给笔友Tm介绍“发现校园之美”活动中拍摄的照片，遵循“开篇点题—主体描述—情感升华”的书信结构：首先简要交代活动背景及照片的核心意义；其次具体描述照片中的场景（突出细节，如人物动作、神态），让内容更具画面感；最后结合照片表达自身感想，贴合“发现美好、感悟青春”的主题，语气贴合笔友间的轻松、真诚，符合书信体裁要求。
命题解析：
1.主题聚焦：“校园生活+情感表达”，符合江苏二模应用文“贴近学生实际、侧重素养考查”的命题原则；近年来江苏二模高频考查书信体（笔友交流、邀请、介绍等），本题延续这一趋势，同时加入“照片描述”的细节要求，兼顾基础性与选拔性。
2.格式规范：严格考查书信体的基本格式（称呼、开篇问候、正文、结尾署名），开头结尾未给出，需考生完整书写，侧重考查格式的规范性，符合江苏二模“格式优先、细节扣分”的评分特点（区别于高考偶尔给出开头结尾的考法，提升格式考查难度）。
3.内容完整性：核心考查“细节描写”与“情感表达”两大能力，需考生结合校园场景（如运动、师生、风景等），补充具体细节（动作、神态、环境），避免内容空洞；感想需贴合照片场景，体现“发现校园美好、珍惜校园生活”的核心，符合“立德树人”导向，同时控制词数在80左右，考查语言简洁性与准确性。
评分标准:
内容完整（5分）：涵盖所有必写要点（交代活动+描述照片+表达感想），细节补充合理（照片描述有具体场景、动作或神态）。
语言表达（8分）：语法正确，句型多样（合理运用非谓语、从句、并列句等），词汇恰当（如grip、determinatin、perseverance等高频高级词），无拼写、语法错误。
连贯流畅（2分）：使用恰当的连接词（如yet、while、nt als...等），逻辑连贯，语气贴合笔友交流场景。
第二节（满分25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
注意：1.续写词数应为150个左右；2.请按如下格式在答题纸的相应位置作答。
The summer I was six, my family mved t Milwaukee, Wiscnsin. I spent mst f my days playing arund the huse r hanging arund my mther. Finally, fall arrived and I started Grade 2. I went t St. Eugene’s and was intrduced t my new teacher, Sister Mnda. I was a bit surprised by this kind wman with fine features. She had a lud vice, walked quickly, and always wre a smile.
Schl days carried the nrmal activities f classes, lunch, and recess（课间休息）. Recces was always the tughest time fr me. Being rather shy, I fund it difficult fr me t make friends. On the playgrund I wuld sit with my back t the ther kids, crying. I missed my mther, but als feared that the ther kids wuld laugh at me when they saw me crying. This went n day after day and seemed like it wuld never end. Then ne day I saw my mther stp at the gas statin acrss the street frm the playgrund. Nticing her, I ran acrss the street as quickly as pssible, and made it t her side safely. By this pint, I was crying ludly, begging my mther t take me hme.
Instead, my mther tk me t the principal’s ffice, and Sister Mnda jined us there. When asked hw we culd deal with the situatin, Sister Mnda simply stated, “Just wait. It’s time t get busy.”
And we did get busy. When recess rlled arund, Sister Mnda was the full-time grup leader. She made sure every kid gt an pprtunity t catch the ftball, hike it, and blck her awesme passing ability. She gt everyne invlved in the games. In reality, she set herself up t be the main target f all the balls the ther kids and I threw, but she didn’t mind at all. She was the best and tallest basketball player, but she always made certain everyne gt a chance t sht fr the basket and bunce the ball dwn the curt.
注意：1. 所续写短文的词数应为150左右；
2.续写部分分为两段，每段的开头语已为你写好。
Paragraph 1:
With the help f Sister Mnda, I stpped hiding in the crner at recess.


Paragraph 2:
On the last day f schl, I held a flded paper and walked t Sister Mnda’s desk.


高分范文
Paragraph 1
With the help f Sister Mnda, I stpped hiding in the crner at recess. Sister Mnda’s energetic presence transfrmed the playgrund. She’d catch my eye frm acrss the yard, signaling me ver with a wide smile befre pressing a ftball int my palms, her gentle guidance helping me find my rhythm as I threw and caught. When I lingered n the sidelines f basketball games, she wuld create space fr me, her encuraging nds pushing me t step frward and take a sht — cheers erupting when the ball fund the net. Gradually, I fund myself running alngside ther kids, chasing the ball and sharing laughter that chased away my shyness. The playgrund, nce a place f lneliness, turned int a space filled with jy and new friendships.
Paragraph 2
On the last day f schl, I held a flded paper and walked t Sister Mnda’s desk. It was a drawing f her — tall, smiling, surrunded by kids playing happily. I pressed it int her hands, my cheeks warm. She unflded it slwly, her eyes sftening as she traced the lines. Withut a wrd, she taped it t her desk, right where everyne culd see. Then she handed me a small basketball, its surface wrn but smth. I clutched it tightly, knwing her kindness had nt nly helped me fit in but als planted a seed f curage in my heart.
命题解析:
41
A．remve
B．restre
C．btain
D．replace
42
A．preserve
B．cpy
C．read
D．turn
43
A．wealth
B．life
C．gifts
D．bks
44
A．appearance
B．cntent
C．value
D．purpse
45
A．made up
B．tk n
C．put frward
D．brught ut
46
A．emtinal
B．spiritual
C．physical
D．temprary
47
A．debate
B．festival
C．cmpetitin
D．prject
48
A．hardships
B．memries
C．jkes
D．secrets
49
A．cmplicated
B．simple
C．prfund
D．lengthy
50
A．treasured
B．rejected
C．frgtten
D．missed
51
A．divided
B．evlved
C．appeared
D．burst
52
A．breaking
B．ignring
C．weaving
D．frming
53
A．warn
B．assist
C．cnnect
D．inspire
54
A．lst
B．hidden
C．frgtten
D．unexpected
55
A．attempted
B．rganized
C．shared
D．well-meant
档次
分值区间
核心评分标准
一档
21-25分
情节：紧扣原文伏笔（Sister Mnda的帮助、“我”的转变），衔接自然，完整呈现“融入集体—感恩老师—成长蜕变”逻辑链；两段内容呼应，情节真实感人。
语言：无考纲外词汇，用词精准，句型多样，语法零失误；动作、心理、神态描写生动（如clutch、sften、trace等词的运用），画面感强。
主题：鲜明体现“师生关爱+成长”，情感真挚，价值导向积极。
4. 字数：140-160词，完全符合要求。
二档
16-20分
情节：衔接基本合理，涵盖核心情节（“我”参与游戏、给老师送礼物），细节稍显单薄（缺少心理或动作描写）
语言：用词准确，少量语法错误（不影响句意理解），有简单的描写手法（如动作描写）。
主题：贴合题意，情感表达较真挚，无偏离。
4. 字数：120-139词或161-180词。
三档
11-15分
情节：有基本续写内容，但与原文衔接生硬，逻辑存在漏洞（如未提及“我”的转变过程，直接写送礼物）。
语言：词汇使用有限，语法错误较多，缺乏描写元素，句式单一。
主题：基本扣题，但情感表达不鲜明，主题体现不突出。
4. 字数：90-119词或181-200词。
四档
6-10分
情节：内容碎片化，与原文主线脱节，无合理情节发展（如脱离师生主题，写其他无关内容）。
语言：大量语法错误，用词不当，表意模糊不清，无法准确表达情感。3. 主题：明显偏离“师生关爱+成长”核心。
4. 字数：50-89词。
五档
0-5分
未续写、内容抄袭或与原文完全无关。
2. 字数不足50词；字迹潦草无法辨认。